MICHIGAN ACADEMY OF SCIENCE. 
1 53 
THE CLAIMS OF NATURAL HISTORY IN BIOLOGICAL COURSES 
OF SECONDARY SCHOOLS. 
W. P. Holt. 
The frequent asking of the question, “What phases of biological sciences 
should be emphasized in secondary schools,” suggests not only considerable 
latitude of choice in such subjects, but a possible change for the better in the 
nature of the work presented, or perchance an improvement in the manner 
of presentation. 
The view of this paper is purely that of the secondary school, although 
in a way applicable to normals — for it is certainly of the geatest importance 
that our future secondary school teachers should have the right attitude — 
whatever it may be — in regard to what should be taught and how. 
What biology shall be taught even in secondary schools must vary to some 
extent since such courses (Botany and Physiology especially) are given 
anywhere from the freshman into the senior year, depending upon the one 
responsible for the curriculum— who in the great majority of cases has, him- 
self, a very limited knowledge of the sciences. 
The time may come when some natural sequence and order will be gener- 
ally recognized in the science courses of secondary schools; but such rational 
good sense in planning our courses of study is certainly a long way off at 
present. 
But in whatever years, by mere chance or otherwise, the botany or zoology 
may be offered, is there not a common end to be sought? I hope there is no 
one here who would urge that this end for biological courses — or any others — 
is merely preparation for college. We all believe college training is well for 
a large number who complete the secondary school courses: but to attempt 
to shape, in any subject, the courses of all students in order to satisfy the 
college entrance requirements for the 2% to 3%, who go to college is quite 
as absurd as it is unjust. The purpose of every secondary school course 
in biology should be to train the student for broader, more intelligent, more 
valuable living, regardless of whether he is going to college or not. This is 
not an attempt to rail at the present college entrance requirements, but 
merely to establish our view point as to what should be the end sought in 
the work that we, as biology teachers, are attempting to do. 
I believe that if a composite statement of our creeds and opinions on this 
point were made it would be something as follows: — 
The purpose of secondary school courses in Botany and Zoology should 
be to give to the pupil a deeper and more intelligent interest in the plant and 
animal life of his region, to train him to keener observation and more thought- 
ful inquiry, and to give as thorough a working knowledge of these subjects 
as is possible in the time given. 
Believing that, the more thoughtful and more earnest teachers of Botany 
and Zoology are working for such an end, the main point of consideration 
becomes — how can we best secure this end? And it is here that I wish to 
present the claims of rational Natural History. Bv Natural History I mean 
not merely learning to recognize animals and plants in the field, but an intel- 
ligent, thoughtful study of same from the life side, rather than from the 
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